FROM PUZZLE TO PERSPECTIVE: USE OF AN ESCAPE ROOM IN TRAUMA EDUCATION

Medical education increasingly incorporates simulation and gamification. Escape rooms are immersive, interactive activities where teams solve puzzles to “unlock” a scenario. While used in specialties such as medicine and paediatrics, their application in trauma education remains limited. A ‘trauma escape room’ was developed as part of an interactive one-day ‘Foundation Trauma Skills’ course for Foundation Year 1 doctors at CVUHB. Knowledge was assessed using a 10-question test based on ATLS principles. Pre- and post-course results were compared using a paired t-test. Participants rated their confidence in managing trauma and the perceived usefulness of the escape room. Forty-three attended; 98% (n=40) completed the pre-course test and questionnaire and 95% (n=39) the post-course; thirty-nine trainees completed both. Mean scores increased significantly from 6.4 out of 10 (n=39, mean= 6.41, SD= 1.67) before the course to 8.77 out of 10 after (n=39, mean 6.41, SD= 1.01). Individual trainees’ scores increased significantly post-course (paired T-test, t=10.78, p<0.0001). Prior to the course, 80% of trainees felt that they had received ‘very little’ trauma teaching as a foundation doctor (n=33/ 41). 90% of students reported enjoying the ‘Escape room’ (n=36/40); 97% (n=39/40) found the ‘Escape room’ useful. This study demonstrates a Trauma Escape Room can significantly improve both knowledge and confidence in managing trauma patients among foundation doctors. Gamification represents an effective and engaging adjunct to traditional trauma education and should be considered in future training programmes.